This document is a presentation aimed at middle school teachers discussing inquiry-based learning and the Big6 research model. It outlines the six-step inquiry process—questioning, planning, collecting, organizing, synthesizing, and communicating—and explains how the Big6 framework supports information problem-solving and critical thinking. The document also highlights the importance of adapting these methods to meet 21st-century learner standards and the benefits they bring to both students and educators.

1. A Presentation for Middle school teachersBy Sheila DeLattre-Carter Sherry WoolamInquiry-Based Learning Processand The Big6Image Source: Microsoft PowerPoint Clip Gallery

2. Crucial Skills for the 21st Century LearnerInquiry-Based Learning ProcessWhat is inquiry-based learning?What are the benefits of the inquiry-based process?How do you apply inquiry-based learning?

3. What is inquiry-based learning?A process that teaches research skills in any subject or content areaPromotes critical thinking skillsInformation gathering process related to lifeStudents work cooperatively in groups to solve problems and answer questions(Carnesi and DiGiorgio 32)

4. The Benefits of Inquiry LearningEncourages cooperative learningTakes one project through major content areasCaters to different learning stylesMultiple-intelligence friendly(Carnesi and DiGiorgio 32)

5. Applying Inquiry-Based LearningThe Six Step Inquiry ProcessQuestioningPlanningCollecting and CreditingOrganizingSynthesizingCommunicating(Carnesi and DiGiorgio 32-36)

6. Step 1: QuestioningWord Splash by Wordle.net

7. Step 2: PlanningStudents devise a plan or schedule Students gather resources for projectReview and revise planImage Source: Microsoft PowerPoint Clip Gallery

8. Step 3: Collecting and CreditingStudents collect informationDocument informationCite their sourcesImage Source: Microsoft PowerPoint Clip Gallery

9. Step 4: OrganizingGraphic organizers are a mustImage Source: Microsoft PowerPoint Clip Gallery

10. Step 5: SynthesizingCompleting the final productImage Source: Microsoft PowerPoint Clip Gallery

11. Step 6: CommunicatingThe art of presentingAddressing your audienceImage Source: Microsoft PowerPoint Clip Gallery

12. The Inquiry ProcessImage Source: Carnesi and DiGiorgio 32

13. Six Step Inquiry Process in Action, Part 1Image Source: Carnesi and DiGiorgio 35

14. Six Step Inquiry Process in Action, Part 2Image Source: Carnesi and DiGiorgio 35

15. Inquiry Process in Action Image Source: Harada and Yoshina 23

16. Role of the SLMSImage Source: Harada and Yoshina 24

17. Conventional vs. Inquiry-FocusedImage Source: Harada and Yoshina 25

18. The Big6 Research ModelWhat is the Big6 Research Model?What is the Big6 process?What are the benefits of the Big6?How does the Big6 align with Texas Standards?What resources are available?www.big6.comThe “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

19. What is the Big 6 Research Model?“The Big6 is a proven approach to information problem-solving. It helps you succeed in school and life. Use the Big6 to find, use, apply, and evaluate information for specific needs and tasks” (Graphic Source: www.big6.com/kids/7-12.htm).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

20. Combines critical thinking, problem solving and manipulation of information for a meaningful solutionProvides a systematic approach to information problem-solving relying on critical thinking skillsProvides a basic framework for teaching and promoting information literacyTried and true method to answer a question, complete an assignment or create a unique productThe information problem-solving process steps are not necessarily sequential and may be repeated as neededWhat is the Big 6 Research Model?(London)

21. What is the Big 6 Research Model?Task Definition1.1 Define the information problem1.2 Identify information neededInformation Seeking Strategies 2.1 Determine all possible sources2.2 Select the best sourcesLocation and Access3.1 Locate sources (intellectually and physically)3.2 Find information within sourcesHandout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2 Red Hook Central School District, Red Hook, NY

22. What is the Big 6 Research Model?4. Use of Information4.1 Engage (e.g., read, hear, view, touch)4.2 Extract relevant information5. Synthesis5.1 Organize from multiple sources5.2 Present the information6. Evaluation6.1 Judge the product (effectiveness)6.2 Judge the process (efficiency)Handout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2 Red Hook Central School District, Red Hook, NY

23. What is the Big 6 Research Model?The Big6 process is not just a linear process. Steps may be completed in any order as well as repeated as frequently as necessary to successfully complete the project (Eisenberg, "Information Literacy:”).Graphic source: http://uweoconnect.extn.washington.edu/publicmbeinfolit/The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

24. Step 1: Task DefinitionFacilitates information problem solving process by helping students focus on specific elements Promotes a preliminary understanding of the topic and the expected outcome or end resultStarts the resource identification process. (Lowe, 2008)AASL Standards for the21st-Century Learner in Action1.1.3 Develop and refine a range of questions to frame the search for new understanding (13).1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts (13).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

25. Step 2: Information Seeking StrategiesTeaches students to become discretionary users of internet resourcesAASL Standards for the 21st-Century Learner in Action1.1.4 Find, evaluate, and select appropriate sources to answer questions (13).1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context (13).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

26. Step 3: Location and AccessGuides students through the process of finding, sorting and applying relevant, credible information Facilitates understanding of benefits of both print and non-print resourcesDevelops information search and retrieval skills(Eisenberg, "Big6™ Skills Overview“)AASL Standards for the 21st-Century Learner in Action1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry (13).1.3.2 Seek divergent perspectives during information gathering and assessment (13).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

27. Step 4: Use of InformationIdentify the main idea, key facts and quotes Differentiate between fact and fiction Understand requirements and importance of citing resources(Eisenberg, "Big6™ Skills Overview“)AASL Standards for the 21stCentury Learner in Action1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias (13).2.1.1 Apply critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge (14).1.3.3 Follow ethical and legal guidelines in gathering and using information (13).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

28. Step 5: SynthesisStudents learn how to organize and prioritize information from multiple sources Facilitates interpretation, analysis and evaluation of informationBuilds presentation skills and expertiseAASL Standards for the21st-Century Learner in Action2.1.4 Use technology and other information tools to analyze and organize information (14).3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess (15).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

29. Step 6: EvaluationAASL Standards for the 21st-Century Learnerin Action3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future (15).3.4.2 Assess the quality and effectiveness of the learning product (15).Self-assessment of not only the completed project to defined criteria but also during each phase of the processThe “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

30. Advantages of the Big 6 Research ModelIntegrates information needs, search strategies, presentation skills, and evaluation skills, along with technology tools. A successful, tested approach that incorporates information and technology skills to strengthen your curriculum.Helps students to evaluate information, track their own progress during assignments and reflect on their completed work before it’s graded.Big6 stages allow students to develop information problem-solving skills as well as become organized, proficient users of information technologies.Ensures that students learn the fundamental approach for success in an overwhelming information and communication age.Develops the problem solving capacity of learners, including students who do not fit a traditional image of "successful learners.”(Big6 Associates, LLC)

31. Big6 Benefit to StudentsLearn transferable planning and organizing skills they will be able to apply for a lifetime School: homework, tests, decision-making, writing, research, projects Life: workplace, selecting entertainment, pursuing hobbies, friendship issues, making reservations, job hunting, apartment huntingFind, sort, and apply relevant, credible information to creatively solve a problem.Prepare a solution based on reliable information, and give proper credit to information sources.Achieve results using any individual learning style. Students will consider if their current style and approach works well for problem solving.Understand general problem-solving concepts and then refine each skill to learn and perfect specific details. (Big6 Staff, Benefit to Students)

32. Benefit to EducatorsAdaptable:Current units and lessons can be framed within the Big6 context. Big6 compliments standards-based curriculum, and has terminology to fit student learning in grades K-12 and beyond.Flexible: Emphasize one Big6 skill or all Big6 skills throughout a school year, based on needs in school, time and resources available, and library/classroom partnership.Collaboration: Big6 facilitates communication among administrators, classroom teachers, and teacher-librarians. The Big6 is useful when you need to coordinate cross-curricular projects.(Big6 Staff, “How Will Educators Benefit”)

33. Big 6 Educator ResourcesWord Cloud by Wordle.net

34. Big 6 Alignment to TEKS ELAR Curriculum(19.b.22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.(19.b.23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:(A) follow the research plan to collect data from a range of print and electronic resources;(B) differentiate between primary and secondary sources;(C) record data, utilizing available technology in order to see the relationships between ideas, and convert graphic/visual data;(D) identify the source of notes and record bibliographic information concerning those sources according to a standard format; and(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.Task Definition

35. Information Seeking

36. Location and Access

37. Use of Information

38. Synthesis

39. Evaluation(Division of Policy Coordination, “Chapter 110”)

40. Big 6 Alignment to TEKS ELAR Curriculum(19.b.24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; (B) evaluate the relevance and reliability of sources(19.b.25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(A) compiles important information from multiple sources;(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;(C) presents the findings in a consistent format; and(D) uses quotations to support ideas and an appropriate form of documentation to acknowledgeTask Definition

41. Information Seeking

42. Location and Access

43. Use of Information

44. Synthesis

45. Evaluation(Division of Policy Coordination, “Chapter 110”)